IT IS IN OUR DNA

What makes a St Alban’s boy distinct is his understanding that true excellence demands both character and capability. Knowing that it takes a school with vision to prepare a young man for life, we will encourage and support your son to seek his authentic truth, and to pursue his own version of individual excellence.

We recognise the complexity of a boy’s teenage years and the challenges they might bring; physical, mental and emotional. These are not to be faced alone, but together with the support of peers, a strong learning community and the guidance of experienced staff and senior boys. Each challenge may therefore also present a well-supported opportunity for him to recognise his innate strengths, overcome his weaknesses and discover his potential.

Providing boys with educational experiences that engage and encourage them to discover their talents – while understanding their different rates of development and learning styles – is key to the St Alban’s experience.

The transition from boyhood to manhood is complex. The roles once assumed by adult men are adopted as ‘normal’ for young adolescents. Coupled with this, the family structure is no longer as as focused on child-rearing as it was in previous generations. Schools like ours are increasingly being called upon to provide the stability that boys and young men need. Our staff are attuned to these needs and spend a great deal of their time with the boys, discussing their progress and their welfare, and simply getting to know who they are.

We strive to provide appropriate models of manhood to adolescent males and we provide models of strong women in leadership roles too! We acknowledge the need for relevant ‘rites of passage’ experiences in today’s society and we enable young men to establish their identities through opportunities to encounter and master challenges and develop a ‘vision or dream’ for their lives. 

The transition from boyhood to manhood is complex. The roles once assumed by adult men are adopted as ‘normal’ for young adolescents. Coupled with this, the family structure is no longer as as focused on child-rearing as it was in previous generations. Schools like ours are increasingly being called upon to provide the stability that boys and young men need. Our staff are attuned to these needs and spend a great deal of their time with the boys, discussing their progress and their welfare, and simply getting to know who they are.

We strive to provide appropriate models of manhood to adolescent males and we provide models of strong women in leadership roles too! We acknowledge the need for relevant ‘rites of passage’ experiences in today’s society and we enable young men to establish their identities through opportunities to encounter and master challenges and develop a ‘vision or dream’ for their lives.

Through our signature programs like ‘The Journey’ – a transformative 22-day adventure for Form 3 (Grade 10) students – we gently push comfort zones, while building unshakeable brotherhood. Finding independence on The Journey is sure to ‘change’ your son. The how and why will depend on the individual, the dynamics of his group, the relationships formed with his staff guides and other boys, and the obstacles overcome. One thing is certain, the experience gained, the friendships made and satisfaction derived from getting through it, will remain with him forever.

Leadership is important in all educational contexts. The boys have a range of opportunities to experience leadership. The formal positions such as captains of sports teams, peer support leaders, chairmen of a club or society or prefects are balanced with the wide range of leadership roles, some of which occur in the classrooms and extramural activity groups. The House System also extends the range of leadership opportunities through the many competitions that occur throughout the year. Learning about individual responsibility and taking responsibility for others is an essential element of life here.

With the aim of encouraging boys to reveal the full extent of their personal talents and individuality, we value the opportunity to expose them to diverse non-academic pursuits. This has at its foundation in the compulsory sport policy, compulsory music in Form 1 and compulsory membership of one of our many focused Clubs or Societies.

Increasing the range of sporting and cultural options to cater for various abilities and interests has been one of the College’s activities in the past ten years.

In school sporting competitions we emphasise participation and enjoyment, not victory or defeat. Coaches at all levels teach the boys how to accept defeat and celebrate success.

Our boys form a strong sense of belonging to their school. They revel in its successes, take pride in its traditions and above all, enjoy the opportunity of being able to grow up here.

When we ask “What do you want to be remembered by?” we’re inviting our boys to consider their place in a larger story. It’s a story that began with a pioneering spirit in 1963 and continues today through each student who walks our halls.

We’re nurturing young men with the moral character and diverse capabilities to navigate the modern world – leaders who understand that true significance comes not from mere achievement, but from how we serve and transform society.

As pioneers of outreach in South African education, service is encoded in our ‘genetic code’. We opened our doors to disadvantaged students in the 1980s, demonstrating our commitment to building an inclusive, diverse community where every boy can belong. Today, this spirit of service continues through various programs that prepare our students to be positive agents of change in society: The Interact Club, Presidents Award Programme, Life Support Club and School Twinning Programmes all provide opportunities for boys to accept difference, cherish diversity and understand the need to lead a sustainable life.

Complex global issues are also beginning to touch our lives more often these days. Highlighting the impact of our own personal choices and contributions to the fields of sustainable growth, energy, biotechnology and global warming are tangible ways to foster the self-and-system awareness our boys need to become capable global citizens.